The dynamics of an EFL learner’s speaking selfconcept: Insights from self-reported accounts and classroom observation data

Abstract

Abstract: This case study explores the dynamics of the English as a Foreign Language (EFL) speaking self-concept of a female university student. The study focuses on the participant’s internal and external frames of reference ( MERCER, 2011b) to analyze how her EFL speaking self-concept has been constructed throughout her years of English language instruction, and how it is re-constructed and developed in the current course. Findings show that such self-concept originates from beliefs systems, emotions, learner characteristics, previous English language learning context/method, critical experiences and experiences of success/failure using the oral language. Results indicate that critical positive experiences and perceived experiences of success appear to influence positively the learner’s self-efficacy beliefs and emotional experiences about the oral task.